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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 569
Course Title: Data-based Decision Making for Instruction
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

This course provides individuals with the foundation and skills to understand and implement a data-driven decision making process at the core level of instruction. This course provides a structure from which teachers, curriculum coaches, department chairs, coordinators, etc. will be able to identify specific needs bases on data, to collaborate with others to structure an instructional response to those needs, and to create professional teams that reflect and improve their day-to-day practice using data.

 
Text(s): Most current editions of the following:

Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry
By Wellman, Bruce and Laura Lipton
Recommended
Beyond the Numbers - Making Data Work for Teachers and School Leaders
By White, Stephen H.
Recommended
Leaders Make It Happen - An Administrator's Guide to Data Teams
By McNulty, Brian A. & Laura Besser
Recommended
 
Course Objectives
  • To develop a vision for a collaborative decision making based on classroom, grade-level, school, and/or departmental data.
  • To develop an awareness of the relevance of data in today's educational process and its impact on teaching, learning and leadership.
  • To understand the fundamental components of a data-decision making process and develop skills that will enable them to facilitate that process.
  • To understand the differences between cause and effect data.
  • To formulate a plan for implementing a process for decision-making based on data within the framework of their current or desired position.
  • To understand and recognize a successful accountability system which will identify effective teaching and leadership practices.
 
Measurable Learning
Outcomes:
  • Engage in reflective inquiry and respond to questions regarding their expeience and practice data.
  • Identify and explain cause and effect data using real-time examples provided by the professor.
  • Given a case study,  demonstrate their ability to analyze the data, develop SMART goals based on identified needs, develop a process for monitoring the goal(s) and present that plan to others.
  • Observe school data teams and analyze the process used by those teams and the effectiveness of that process.
  • Develop a data-decision plan for their area of interest that includes an explanation of the data to be collected, the process for ensuring the integrity of that data, expectations of the data team members, and the leadership role needed to implement the plan.
 
Topical Outline:
  • Foundations of Data-Based Decision Making
  • Data Decision Process: collecting and desegregating data, data analysis/prioritizing needs, establishing SMART goals, selecting strategies, determining results indicators, and monitoring for results
  • Action Planning
  • Collaborative Inquiry: Working with data teams within a professional learning community framework
  • Leadership for effective data decision making process
 

Recommended maximum class size for this course: 15

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Edward Schumacher Date: September 1, 2012
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

Office of Academic Affairs
12/04